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Cited by 18Engineering Education and Global ImpactEngineering Education and Curriculum DevelopmentEngineering Education and Pedagogy

The DOI matches its Crossref record, with a small difference in title or year; 1 of the 1 references it cites were found in a registry or an index.

Crossing Knowledge Boundaries and Thresholds: Challenging the Dominant Discourse Within Engineering Education

Baillie, Caroline, Armstrong, Rita·2013·Philosophy of Engineering and Technology
DOI 10.1007/978-94-007-6350-0_7
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Crossref · 10.1007/978-94-007-6350-0_7

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Citations

Cites

Research works printed but not linked: 27

  1. Armstrong, R., & Baillie, C. (2012). Engineers engaging with community: Negotiating cultural difference on mine sites. International Journal of Engineering, Social Justice and Peace, 1(1), 7–17. · DOI · Paper page
  2. Baillie, C. (2002). Negotiating scientific knowledge. In W. Lepenies (Ed.), Entangled histories and negotiated universals: Centers and peripheries in a changing world (pp. 32–57). Berlin: Campus.
  3. Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge: Cambridge University Press. · DOI · Paper page
  4. Bourdieu, P. (1990). The logic of practice. Stanford: Stanford University Press. · DOI · Paper page
  5. Brueckner, M., & Ross, D. (2010). Under corporate skies: A struggle between people, place and profit. Fremantle: Fremantle Arts Press.
  6. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Routledge Farmer.
  7. Comaroff, J. (2010). The end of anthropology, again: On the future of an in/discipline. American Anthropologist, 112(4), 524–538. · DOI
  8. Djohari, N. (2011). ‘Breaking Other People’s Toys’: Reflections on teaching critical anthropology in development studies. Teaching Anthropology, 1(1), 21–29. · DOI
  9. Downey, G. (1998). The machine in me: An anthropologist sits amongst computer engineers. New York: Routledge.
  10. Downey, G., & Lucena, J. (2007). Engineering selves: Hiring in to a contested field of education. In G. Downey & J. Dumit (Eds.), Cyborgs & citadels (pp. 117–141). Santa Fe: School of American Research Press.
  11. Fleck, L. (1979). Genesis and development of a scientific fact. Chicago: University of Chicago Press.
  12. Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
  13. Graeber, D. (2001). Toward an anthropological theory of value: The false coin of our own dreams. New York: Palgrave. · DOI
  14. Holton, R. (1997). Bourdieu and common sense. SubStance, 26(3/84), 38–52. · DOI
  15. hooks, B. (1994). Teaching to transgress: education as the practice of freedom. New York: Routledge.
  16. Ingold, T. (1994). Introduction to culture. In T. Ingold (Ed.), Companion encyclopedia of anthropology (pp. 329–349). London: Routledge.
  17. Kabo, J., & Baillie, C. (2010). Engineering and social justice: Negotiating the spectrum of liminality. In R. Land, E. Meyer, & C. Baillie (Eds.), Threshold concepts and transformational learning (pp. 303–315). Rotterdam: Sense Publishers.
  18. Kabo, J., & Baillie, C. (forthcoming 2012). Don’t fear the engineer: Social science students exploring a liminal space with engineering students. In Proceedings Threshold Concepts conference, Dublin, June 2012.
  19. Lambert, R. (2004). Death of a factory: Market rationalism’s hidden abode in inner city Melbourne. Anthropological Forum, 4(3), 297–313. · DOI
  20. Macintyre, M. (2001). Taking care of culture: Anthropology, consultancy and gender issues. Social Analysis, 45(2), 108–119.
  21. Meyer, J., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49, 373–388. · DOI
  22. Meyer, J., Land, R., & Baillie, C. (Eds.). (2010). Threshold concepts and transformational learning. Rotterdam: Sense Publishers.
  23. Minnegal, M. (2005). Who is talking? Who is listening? Reflections on potential dialogues between anthropologists, scientists and managers. In M. Minnegal (Ed.), Sustainable environments, sustainable communities: Potential dialogues between anthropologists, scientists and managers (pp. 1–9). Melbourne: University of Melbourne.
  24. Parkinson, D. (2011). Investigation of experiences of threshold concepts by engineering students. Final Year Project Thesis, University of Western Australia.
  25. Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57(3), 6–11.
  26. Riley, D. (2008). Engineering and social justice. San Rafael: Morgan & Claypool Press. · DOI
  27. Wallerstein, I. (2003). Anthropology, sociology and other dubious disciplines. Current Anthropology, 44(4), 453–465. · DOI

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Metadata

Authors
Baillie, C., & Armstrong, R.
Affiliations
The University of Western Australia (AU)
Corresponding author
Baillie, Caroline
ORCID
Baillie, Caroline
Venue
Philosophy of Engineering and Technology
Publisher
Springer Netherlands
Published
2013
Pages
135-152
ISSN
  • 1879-7202 (ISSN-L)
  • 1879-7210
DOI
10.1007/978-94-007-6350-0_7
OpenAlex
W4571703
Cited by
18
References
1
Citations by year
2026: 1 · 2024: 8 · 2023: 2 · 2022: 1 · 2021: 1 · 2020: 3 · 2019: 1 · 2016: 1
FWCI
2.37
Type
book chapter
Language
en
Open access
closed
Locations
Philosophy of engineering and technology (publishedVersion)
Topics
  • Social Sciences › Development › Engineering Education and Global Impact
  • Social Sciences › Education › Engineering Education and Curriculum Development
  • Social Sciences › Education › Engineering Education and Pedagogy
Keywords
threshold concepts, engineering education, knowledge boundaries, engineering ontology, interdisciplinary knowledge, social inequality, indigenous knowledge, engineering curriculum

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